DOCSLIB.ORG

Dyscalculia: Characteristics, Causes, and Treatments

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dyscalculia: Characteristics, Causes, and Treatments Numeracy Advancing Education in Quantitative Literacy Volume 6 Issue 1 Article 2 2013 Dyscalculia: Characteristics, Causes, and Treatments Gavin R. Price [email protected] Daniel Ansari Western University, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/numeracy Part of the Disability and Equity in Education Commons, Psychological Phenomena and Processes Commons, and the Special Education and Teaching Commons Recommended Citation Price, Gavin R., and Daniel Ansari. "Dyscalculia: Characteristics, Causes, and Treatments." Numeracy 6, Iss. 1 (2013): Article 2. DOI: http://dx.doi.org/10.5038/1936-4660.6.1.2 Authors retain copyright of their material under a Creative Commons Non-Commercial Attribution 4.0 License. Dyscalculia: Characteristics, Causes, and Treatments Abstract Developmental Dyscalculia (DD) is a learning disorder affecting the ability to acquire school-level arithmetic skills, affecting approximately 3-6% of individuals. Progress in understanding the root causes of DD and how best to treat it have been impeded by lack of widespread research and variation in characterizations of the disorder across studies. However, recent years have witnessed significant growth in the field, and a growing body of behavioral and neuroimaging evidence now points to an underlying deficit in the representation and processing of numerical magnitude information as a potential core deficit in DD. An additional product of the recent progress in understanding DD is the resurgence of a distinction between ‘primary’ and ‘secondary’ developmental dyscalculia. The first appears elatedr to impaired development of brain mechanisms for processing numerical magnitude information, while the latter refers to mathematical deficits stemming from external factors such as poor teaching, low socio- economic status, and behavioral attention problems or domain-general cognitive deficits. Increased awareness of this distinction going forward, in combination with longitudinal empirical research, offers great potential for deepening our understanding of the disorder and developing effective educational interventions. Keywords Dyscalculia, numeracy, quantitative reasoning, cognition, number sense Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Cover Page Footnote Gavin Price is an Assistant Professor in Educational Neuroscience in the Department of Psychology and Human Development at Vanderbilt University, Peabody College. He completed his PhD in Developmental Cognitive Neuroscience at the University of Jyvaskyla, Finland, under the Marie Curie Research Training Network 'NUMBRA' (Numeracy & Brain Development) in 2008 and then completed a postdoctoral fellowship at the University of Western Ontario under the supervision of Daniel Ansari. Daniel Ansari is Canada Research Chair in Developmental Cognitive Neurosicence in the Department of Psychology at the University of Western Ontario, Canada, where he is the principal investigator in the ‘Numerical Cognition Laboratory’ (www.numericalcognition.org) and also a member of the Institute for Brain and Mind. He completed his PhD at University College London, UK, in 2003. From 2003-2006 he was an Assistant Professor in the Department of Education at Dartmouth College. This article is available in Numeracy: https://scholarcommons.usf.edu/numeracy/vol6/iss1/art2 Price and Ansari: Dyscalculia Introduction Today’s world requires us to process unprecedented levels of numerical information. Computers, smartphones, financial and healthcare information processing are just a few of the many contemporary demands requiring our numerical fluency. Despite this landscape, up to 25% of “economically active” individuals in countries such as the United Kingdom remain “functionally innumerate”1(Gross, Hudson, and Price 2009); for those individuals, rates of unemployment, mental and physical illness, arrest and incarceration are higher (Duncan et al. 2007; Parsons and Bynner 2005; Bynner and Parsons 1997). At the societal level, low numeracy has been estimated to cost the UK government up to £2.7 billion in lost revenues and added costs, and widespread improvements in mathematical competence have been linked to observable increases in the gross domestic product (GDP) (OECD 2010). Thus it is essential, for continued development of effective quantitative learning and mathematical education methods, that we understand the sources of such widespread and debilitating numerical and mathematical impairments. While many factors such as educational experience, IQ and other cognitive abilities, and motivation may undermine the development of numeracy skills, one key potential impediment is a developmental learning disorder that is specific to numeracy. Developmental Dyscalculia (DD) is such a learning disorder that specifically affects the ability to acquire school-level arithmetic skills. Diagnosis of DD is recommended by the DSM-IV2 when “mathematical ability, as measured by individually administered standardized tests, is substantially below that expected given the person's chronological age, measured intelligence, and age-appropriate education.” Studies on representative samples of both school-based and general populations have been carried out in various countries across the world, and the resulting estimates suggest that as many as 3-6% of individuals may suffer from DD (for a review see Shalev et al. 2000). Such prevalence estimates suggest that a high number of functionally innumerate individuals may be so because they suffer from a specific learning disorder, akin to Dyslexia3 in the case of reading. Therefore, from the perspective of educators, those individuals may require tailored educational interventions to improve their numeracy skills. Such interventions can be tailored to individuals only on the basis of improved understanding of the causes and characteristics of the disorder itself. 1 lacking the “essential knowledge, skills, and understanding that will enable them to operate confidently effectively and independently in life and at work” (DfES 2005). 2 The ‘DSM’ is the ‘Diagnostic and Statistical Manual of Mental Disorders’ published by the American Psychiatric Association. DSM-IV refers to the 4th iteration of this publication. 3 A developmental learning disorder specifically affecting the acquisition of fluent reading skills. Published by Scholar Commons, 2013 1 Numeracy, Vol. 6 [2013], Iss. 1, Art. 2 Despite the evident importance of numerical and mathematical skills for life success and a prevalence rate equivalent to that of developmental dyslexia (Shalev et al. 2000), DD has been chronically understudied, with studies on dyslexia outnumbering those on DD by 14:1 as recently as 2007 (Gersten, Clarke, and Mazzocco 2007). The consequence of this under-attention is that the cognitive causes of DD are currently poorly understood. It should be noted that DD often co-occurs (is comorbid) with other learning difficulties such as Developmental Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD).4 However, the focus of the present review is on DD alone rather than on cases in which DD and other disorders co-occur. Research into DD has revealed a wide range of behavioral deficits in mathematical abilities. However, the consistent identification of a core group of behavioral markers across studies has remained elusive. This general lack of consistency can be attributed to two primary factors, aside from the relative lack of attention paid to DD. First, variation across studies in criteria used to identify children with mathematical difficulties has impeded the achievement of a consensus on the defining features of DD. To elaborate, some studies have employed discrepancy criteria, such as defining DD as math performance within an affected individual as equivalent to children one or two years younger (Temple and Sherwood 2002; Shalev, Manor, and Gross-Tsur 1997). Other studies have used percentile cut-off points, ranging from the lowest 35th percentile (Geary, Hamson, and Hoard 2000) to the lowest 11th percentile (Butterworth 2003). Still more studies have employed alternatives to discrepancy criteria, such as a standard deviation criterion in which a child is deemed dyscalculic if the child scored three standard deviations below the mean on item-timed arithmetic for example (Landerl, Bevan, and Butterworth 2004). Such wide-ranging selection criteria have the effect of including individuals whose math deficits do not stem from a persistent learning disorder, but rather may stem from exogenous sources such as poor teaching, low socio-economic status, or alternative developmental disorders such as ADHD. This fact underlines then the second reason for the lack of consensus on the behavioral profile of DD: mathematical skills are inherently heterogeneous and, as such, are vulnerable to disruption from a wide range of endogenous and exogenous sources. In 1970, Ladislav Kosc proposed a definition of DD: Developmental dyscalculia is a structural disorder of mathematical abilities which has its origin in a genetic or congenital disorder of those parts of the brain that are the direct anatomico-physiological substrate of 4 A mental or neurobehavioral disorder characterized by either significant difficulties of inattention or hyperactivity and impulsiveness or a combination of the two (National Institute of Neurological Disorders and Stroke. National Institute of Health) https://scholarcommons.usf.edu/numeracy/vol6/iss1/art2
Load more

Recommended publications
  • Dyslexia and Dyscalculia Are the Same Thing
    Dyscalculia and Dyslexia Two different issues, or part of the same problem? By Tony Attwood C.Ed., B.A., M.Phil. Chairman of The Dyscalculia Group, First and Best in Education Ltd. Dyscalculia is noted as an unexpected difficulty that some people have in dealing with mathematical problems. At its simplest we may note a child whose age and intellect suggests that he or she will be able to undertake a certain range of skills, but who in effect is unable to handle maths problems that we would expect to be well within his or her grasp. As a general introduction to the topic we may note that according to the American Journal of Paediatrics in 2001 dyscalculic children have “Normal or advanced language and other skills, often good visual memory for the printed word, (and) poor mental maths ability often with difficulty in the use of money, such as balancing a chequebook, making change and tipping. Often there is a fear of money and its transactions and difficulty with maths processes (e.g. addition, subtraction, multiplication) and concepts (e.g. sequencing of numbers). There is sometimes poor retention and retrieval of concepts, or an inability to maintain a consistency in grasping maths rules, poor sense of direction, easy disorientation, as well as difficulty with reading maps, telling the time and grappling with mechanical processes, difficulty with abstract concepts of time and direction, schedules, keeping track of time and the sequence of past and future events.” These children make, “Common mistakes in working with numbers including number reversals and omissions,” (and) “May have difficulty learning musical concepts, following directions in sports that demand sequencing or rules, and keeping track of scores and players during games such as cards and board games.
    [Show full text]
  • Developmental Coordination Disorder and Dysgraphia
    Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, Jean-Michel Albaret, Yves Chaix To cite this version: Maëlle Biotteau, Jérémy Danna, Éloïse Baudou, Frédéric Puyjarinet, Jean-Luc Velay, et al.. De- velopmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabil- itation. Neuropsychiatric Disease and Treatment, Dove Medical Press, 2019, 15, pp.1873-1885. 10.2147/NDT.S120514. hal-02177153 HAL Id: hal-02177153 https://hal.archives-ouvertes.fr/hal-02177153 Submitted on 8 Jul 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Neuropsychiatric Disease and Treatment Dovepress open access to scientific and medical research Open Access Full Text Article REVIEW Developmental coordination disorder and dysgraphia: signs and symptoms, diagnosis, and rehabilitation This article was published in the following Dove Press journal: Neuropsychiatric Disease and Treatment Maëlle Biotteau 1 Abstract: Developmental coordination disorder (DCD) is a common and well-recognized Jérémy Danna 2 neurodevelopmental disorder affecting approximately 5 in every 100 individuals worldwide. It Éloïse Baudou 3 has long been included in standard national and international classifications of disorders (especially Frédéric Puyjarinet 4 the Diagnostic and Statistical Manual of Mental Disorders).
    [Show full text]
  • The Basics About the 3 D's: Learning Disabilities
    THE BASICS ABOUT THE 3 D’S: LEARNING DISABILITIES Cathy Johnson, M.A., C.C.C, S.L.T Licensed Speech/Language Pathologist Structured Literacy Teacher Speech, Language and Learning Center Johnson Academy of Therapeutic Learning Disclosure Neither I nor any member of my immediate family has a financial relationship or interest (currently or within the past 12 months) with any proprietary entity producing health care goods or services consumed by, or used on, patients related to the content of this CME activity. I do not intend to discuss an unapproved/investigative use of a commercial product/device. Agenda ● Three types of learning disabilities: Dyslexia, Dysgraphia, and Dyscalculia ● Definitions ● Signs and symptoms ● Frequently co‐occurring disorders to be aware of: ADHD (30% of those with dyslexia have coexisting AD/HD) &/or APD Learning Disabilities • Problems with age appropriate reading, spelling, and/or writing • A learning disability is not about how smart a person is but more about how they process sounds and language • Most people diagnosed with learning disabilities have average to superior intelligence Definition of Dyslexia ● Dyslexia is no longer diagnosed with regard to an IQ discrepancy. ● We have known this from research that came out in the early 1990s (e.g., Siegel 1992). ● This was officially changed in the DSM‐5 (2013). Definition of Dyslexia- IDA definition average to above average intellectual ability with an unexpected difficulty in reading 1. Dyslexia is a language‐based learning disability. 2. Dyslexia is hereditary and lifelong. 3. Dyslexia is more common than many people think. 4. Before school starts, dyslexia may not be obvious.
    [Show full text]
  • What This Means for You As a Special Educator/Service Provider
    Anne Arundel County – Department of Special Education Technical Assistant Bulletin (revised July 2017) Specific Learning Disability; Including Dyslexia; Dysgraphia; Dyscalculia September 2019 Overall Emphasis and Purpose: Specific Learning Disability (SLD) is one of the 13 categories of disability recognized by the IDEA. SLD is the only disability category for which the IDEA establishes special evaluation procedures, in addition to the general procedures that are used for all students with disabilities. The definition of a SLD is “a disorder in one or more of the basic psychological processes involved in understanding, or in using language spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.” During the 2017 legislative session, a bill was passed authorizing schools to identify dyslexia, dysgraphia, or dyscalculia, as subcategories under the overarching SLD classification. What this means for you as a Special What the Special Educator/Service Educator/Service Provider: Provider needs to do if not already doing: • The identification of a SLD requires that the student • Ensure that school staff are supported in implementing exhibit a pattern of strengths and weaknesses in research and/or evidence-based intervention for any performance, achievement, or both, relative to age, student who is struggling. Progress monitoring is a key State approved grade level standards, or intellectual component of determining the effectiveness of the development, as a result of a comprehensive intervention prior to considering the possibility of a evaluation. disability under the IDEA. • A student identified with a specific learning disability, • The IEP team must consider exclusionary factors, such with or without dyslexia, dysgraphia, or dyscalculia, as a lack of appropriate education, intellectual must also exhibit educational impact and require disability, visual, hearing, or motor impairment, specialized instruction.
    [Show full text]
  • Developmental Dyscalculia, Gender, and the Brain
    510 ArchivesofDiseasein Childhood 1993; 68: 510-512 CURRENT TOPIC Arch Dis Child: first published as 10.1136/adc.68.4.510 on 1 April 1993. Downloaded from Developmental dyscalculia, gender, and the brain Varda Gross-Tsur, Orly Manor, Ruth S Shalev Background Aldenkamp reported that children in the 12-18 Developmental dyscalculia is a primary cognitive year age group had the most difficulties with disorder of childhood affecting the ability of an mathematics. 14 Seidenberg et al studied the otherwise intelligent and healthy child to learn academic achievement of 122 children ages 7-15 arithmetic.' Preliminary evidence indicates that years and found that this group was making less developmental dyscalculia is seen in 5-6% of academic progress than expected for their age normal children23 and is as prevalent as develop- and level of intelligence quotient (IQ); academic mental dyslexia or the attention deficit hyper- deficiencies were greatest in the area of arith- activity disorder.' One of the classifications of metic followed by spelling, reading comprehen- developmental dyscalculia subdivides dys- sion, and word recognition skills.'5 It has been calculia to: (1) alexia and agraphia for numbers, postulated that the 'speed factor type' oflearning (2) spatial dyscalculia, (3) anarithmetia (impair- disability in epileptic children was found to be ment of calculation per se), (4) attentional- related to underachievement in arithmetic.8 sequential dyscalculia, and (5) mixed type.4 Early age of seizure onset, age of the child, Rourke and Finlayson
    [Show full text]
  • Do Children with Developmental Dyscalculia Havean Orderprocessing Deficit?
    Do children with Developmental Dyscalculia have an order processing deficit? Kinga Morsanyi, Bianca van Bers and Teresa McCormack, Queen’s University Belfast 61 60 59 58 57 56 62 41 40 39 38 37 42 25 24 23 22 55 63 26 13 12 11 36 43 14 5 4 21 54 64 27 6 1 10 35 44 15 2 3 20 53 65 28 7 8 9 34 45 16 17 18 19 52 66 29 30 31 32 33 46 47 48 49 50 51 Contents Research highlights 2 Executive summary 5 The need for this research 7 Summary of aims 8 Methods 9 Key findings 14 Summary of key findings and recommendations 17 References 21 Acknowledgements 23 Appendix: Infographics 24 1 Research highlights Study 1: The prevalence of specific learning disorder in mathematics (SLDM or dyscalculia)1 This was the first prevalence study of SLDM since the publication of the new DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) diagnostic criteria in 2013. We considered data from 2,421 children (their level of intelligence and educational achievement in mathematics and English were recorded over several school years). We investigated the effects of gender, socio-economic status, special educational needs (other than issues related to mathematics), and whether the child spoke English as their first language on mathematics achievement. 5.7% of the sample was identified as having SLDM. Compared to earlier (DSM-IV) diagnostic criteria, the prevalence of SLDM was almost 6 times higher. A child was more than a 100 times more likely to receive a diagnosis of dyslexia than SLDM, although prevalence rates are expected to be similar.
    [Show full text]
  • WORKING MEMORY & LEARNING DISABILITIES Working Memory Is
    3/26/14 Working Memory is the FOUNDATION of Learning WORKING MEMORY & LEARNING DISABILITIES Tracy Packiam Alloway, PhD WM & Learning DisabiliKes DYSLEXIA (READING) • WHAT is the Core Deficit? • WHY is Working Memory is involved? • HOW to support Working Memory? 1 3/26/14 DYSLEXIA (READING) DYSLEXIA (READING) GENERAL STRATEGIES GENERAL STRATEGIES • Reduce working memory processing in • Keep track of their place in complex activities acKviKes – History Kmelines Rulers: reading & math problems – 45 + 98 45 +98 DYSLEXIA (READING) MATH (DYSCALCULIA) SPECIFIC STRATEGIES • Shorten acKviKes to reduce WM load – Sam worked with only 5 flowers – Repeated instructions just for him www.tracyalloway.com 2 3/26/14 Math (Dyscalculia) Math (Dyscalculia) GENERAL STRATEGIES GENERAL STRATEGIES • Use visual representaon to support working memory • Use visual representaon to support working memory • Algebra: negative exponents • Algebra: negative exponents www.tracyalloway.com Math (Dyscalculia) DCD (Motor) • Gross motor skills (large movements): SPECIFIC STRATEGIES – Poor balance: Riding a bicycle • Model the use of memory aids – Poor hand-eye co-ordination: Catching a ball & batting – Number lines • Fine motor skills (small movements): – Lack of manual dexterity: using cutlery, craft work, 1, 2, __, 4, __ playing musical instruments – Poor manipulative skills: Typing, handwriting and drawing, fastening clothes & tying shoelaces www.tracyalloway.com Alloway (2006) Working Memory & Neurodevelopmental Disorders. Psy Press 3 3/26/14 DCD (MOTOR) DCD (Motor) • Motor skills or Working Memory = Learning difficulties? • Two groups: – High Visual-Spatial Memory – Low Visual-Spatial Memory • Motor skills: Both groups will have low learning scores • Working Memory: Low VS Memory group will have lower learning scores • Low Visual-Spatial Memory group performed worse in Reading & Math – Even after accounting for IQ Alloway (2007) J.
    [Show full text]
  • Similarities and Differences in the Learning Profiles of Adolescents
    brain sciences Article Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis Eleni Bonti 1,2,* , Afroditi Kamari 1, Maria Sofologi 3,4 , Sofia Giannoglou 1 , Georgia-Nektaria Porfyri 1 , Paraskevi Tatsiopoulou 1 , Georgios Kougioumtzis 5, Maria Efstratopoulou 6 and Ioannis Diakogiannis 1 1 First Psychiatric Clinic, “Papageorgiou” General Hospital, Ring Road Thessaloniki, N. Efkarpia, School of Medicine, Faculty of Health Sciences, Aristotle University of Thessaloniki, 54603 Thessaloniki, Greece; [email protected] (A.K.); [email protected] (S.G.); [email protected] (G.-N.P.); [email protected] (P.T.); [email protected] (I.D.) 2 Department of Education, School of Education, University of Nicosia, Nicosia 2417, Cyprus 3 Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, 45110 Ioannina, Greece; [email protected] 4 Institute of Humanities and Social Sciences, University Research Center of Ioannina (URCI), 45110 Ioannina, Greece 5 Department of Turkish and Modern Asian Studies, National and Kapodistrian University of Athens, 10680 Athens, Greece; [email protected] 6 Department of Special Education (CEDU), United Arab Emirates University (UAEU), Al Ain 112612, United Arab Emirates; [email protected] * Correspondence: [email protected] Citation: Bonti, E.; Kamari, A.; Sofologi, M.; Giannoglou, S.; Porfyri, Abstract: SLI and SLD constitute two independent neurodevelopmental disorders, which frequently G.-N.; Tatsiopoulou, P.; cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement Kougioumtzis, G.; Efstratopoulou, M.; among clinicians regarding their recognition as separate or overlapping disorders. The objective of Diakogiannis, I. Similarities and the study was to enlighten the path of valid diagnosis and intervention during adolescence when the Differences in the Learning Profiles of two disorders change their manifestation and overlap.
    [Show full text]
  • Dyspraxia and Examinations
    Dyspraxia and examinations The Equality Act (HMSO, 2010) states that specific learning differences such as dyslexia, dyspraxia / DCD (developmental coordination disorder) and dyscalculia are all classified as a disability under the terms of this Act. It is unlawful to discriminate against anyone on the basis of their disability. Individuals are entitled to receive reasonable adjustments to help them overcome their difficulties. Therefore reasonable adjustments which enable equality of opportunity during examinations/tests during a child’s school career must be considered. In the current SEND Code of practice (Jan 2015 ) page 17 paragraph xix states: Schools must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. The appropriate type of access arrangement will very much depend upon the results of testing, interview with the young person and their normal method of working. Teachers should remember that dyspraxia often occurs alongside other overlapping conditions such as dyslexia which will add to the difficulties experienced. It goes on to say (paragraph xxii) Where a child or young person is covered by SEN and disability legislation, reasonable adjustments and access arrangements should be considered as part of SEN planning and review. Where school governors are publishing information about their arrangements for disabled children and young people, this should be brought together with the information required under the Children and Families Act 2014.
    [Show full text]
  • Learning Difficulties Information Guide – Numeracy
    Learning Difficulties Information Guide Numeracy © State of Victoria (Department of Education and Training) 2019 Learning Difficulties Information Guide - Numeracy is provided under a Creative Commons Attribution 4.0 International licence. You are free to re-use the work under that licence, on the condition that you credit the State of Victoria (Department of Education and Training), indicate if changes were made and comply with the other licence terms, see: Creative Commons Attribution 4.0 International The licence does not apply to: • any images, photographs, trademarks or branding, including the Victorian Government logo and the DET logo; and • content supplied by third parties. Copyright queries may be directed to [email protected] Contents What is this guide? 4 Background 4 What is the difference between a learning disability and learning difficulty? 5 Legal responsibilities 6 Personalised learning and support planning 7 Numeracy learning difficulties 8 Why is numeracy important? 8 Characterising learning difficulties in numeracy 9 Identifying numeracy learning difficulties and dyscalculia 10 Subitising 11 Comparing approximate magnitudes 11 A three-phase maths assessment process 12 Numeracy intervention 14 Response to Intervention and numeracy learning difficulties 14 High Impact Teaching Strategies 15 Hallmarks of effective numeracy intervention 16 Adjustments for students with learning difficulties 18 Student support services 18 Case example 19 Learning difficulties and student wellbeing 21 Empowering students 21 Engaging with families 22 Bibliography and professional reading 23 APPENDIX 1 - HITS for numeracy 24 3 What is this guide? The Learning Difficulties Information Guide – Numeracy is a foundation for understanding learning Background difficulties in numeracy, including dyscalculia, and a guide for what teachers can do to support this cohort In June 2018, the Department of Education and of students.
    [Show full text]
  • Acalculia and Dyscalculia
    Neuropsychology Review pp628-nerv-452511 November 23, 2002 8:23 Style file version sep 03, 2002 Neuropsychology Review, Vol. 12, No. 4, December 2002 (C 2002) Acalculia and Dyscalculia , Alfredo Ardila1 3 and M´onica Rosselli2 Even though it is generally recognized that calculation ability represents a most important type of cognition, there is a significant paucity in the study of acalculia. In this paper the historical evolution of calculation abilities in humankind and the appearance of numerical concepts in child development are reviewed. Developmental calculation disturbances (developmental dyscalculia) are analyzed. It is proposed that calculation ability represents a multifactor skill, including verbal, spatial, memory, body knowledge, and executive function abilities. A general distinction between primary and secondary acalculias is presented, and different types of acquired calculation disturbances are analyzed. The association between acalculia and aphasia, apraxia and dementia is further considered, and special mention to the so-called Gerstmann syndrome is made. A model for the neuropsychological assessment of numerical abilities is proposed, and some general guidelines for the rehabilitation of calculation disturbances are presented. KEY WORDS: acalculia; dyscalculia; numerical knowledge; calculation ability. INTRODUCTION Acalculia is frequently mentioned in neurological and neuropsychological clinical reports, but research di- Calculation ability represents an extremely complex rected specifically to the analysis of acalculia
    [Show full text]
  • Arithmetic Processing in Children with Dyscalculia: an Event-Related Potential Study
    Arithmetic processing in children with dyscalculia: an event-related potential study Sonia Y. Cárdenas1, Juan Silva-Pereyra2, Belén Prieto-Corona2, Susana A. Castro-Chavira1 and Thalía Fernández1 1 Departamento de Neurobiología Conductual y Cognitiva, Instituto de Neurobiología, Universidad Nacional Autónoma de México, Querétaro, México 2 Facultad de Estudios Superiores Iztacala, Universidad Nacional Autónoma de México, Tlalnepantla, Estado de México, México ABSTRACT Introduction: Dyscalculia is a specific learning disorder affecting the ability to learn certain math processes, such as arithmetic data recovery. The group of children with dyscalculia is very heterogeneous, in part due to variability in their working memory (WM) deficits. To assess the brain response to arithmetic data recovery, we applied an arithmetic verification task during an event-related potential (ERP) recording. Two effects have been reported: the N400 effect (higher negative amplitude for incongruent than for congruent condition), associated with arithmetic incongruency and caused by the arithmetic priming effect, and the LPC effect (higher positive amplitude for the incongruent compared to the congruent condition), associated with a reevaluation process and modulated by the plausibility of the presented condition. This study aimed to (a) compare arithmetic processing between children with dyscalculia and children with good academic performance (GAP) using ERPs during an addition verification task and (b) explore, among children with dyscalculia, the relationship between WM and ERP effects. Materials and Methods: EEGs of 22 children with dyscalculia (DYS group) and 22 children with GAP (GAP group) were recorded during the performance of Submitted 4 September 2019 an addition verification task. ERPs synchronized with the probe stimulus were Accepted 13 November 2020 computed separately for the congruent and incongruent probes, and included only 27 January 2021 Published epochs with correct answers.
    [Show full text]